Voices in the Park: A Modern Picturebook...

1.  Explain why Voices in the Park is an example of postmodern picturebook.

Voices in the Park as with many other picturebooks allows the student to read at their own pace, to go back and review, to stop and explore, and to reflect and experience this wonderful and unique exposure to the world of reading and beyond.  Voices in the Park as with other picturesbooks are not dictated by technology, even though it is developed beautifully by technology, and can easily transport the youngster into the pages by the extraordinary use of multimodal ensembles.

2.  Give examples of how at least three of the picturebook codes listed on page 78 are used in Voices in the Park.

Code of Perspective is realized on the very first slide where Mummy, son Charles and Victoria the lab are walking down the sidewalk headed to the park.  As they are walking along, the rules of linear perspective is evident by their horizontal placement and the effect of them walking out of the frame's vision emphasizes our perspective using vanishing point influence.  The effect is that we are experiencing them moving closer to the park and getting excited about that.

Code of Position is represented in the slide where Mum, Charles and Victoria arrive at the park.  They are in the center of the frame, so we focus our attention on them.  Another element of position represented in this frame involves the other people walking and walking their dogs on the paths in the background.  They are smaller in size by virtue of their position in the picture.  However, they also help set the scene and our perspective of the scene.

Code of Color is made evident in the scene where Mummy cannot find Charles and she is hollering for him. Her head and face fill the screen with lots of color from her hat which extends beyond the frame lines.  Her eyes are so large and white reflecting the fear she is experiencing because she doesn't see Charles.

3.  Identify and explain the type of "interplay" between the written word and visual images on one of the pages in Voices in the Park.  

On the page where Mum, Charles and Victoria arrive at the park, and Mum is getting him off his leash so he can run and play, the written words and visual images are symmetrical and enhancing. The visual images parallel the text and they are enhanced as well by the people walking along the trail in the background and walking their dogs.  It is a great effect.

4.  Identify the art movement or technique that is being used in Voices in the Park.

The art movement is post modern.  The use of words is a central element with a simple collage of art enhanced by multimedia motion.

5.  Conduct an Ideological Analysis and Structural Analysis of Voices in the Park.  What is the message?  Provide evidence from images to support your opinion (i.e. pp 86, 87, 89). 

The structure of the picture pages in Voices in the Park is very important as it brings the characters to the forefront so you understand they are the focus.  In almost all the pictures there is background that enhances the scene giving the viewer a fuller conception of what the story is about. It reminds me of looking into an old 3-D viewfinder with added motion. For example, beginning with the journey to the park, the characters are in the forefront but in the background the scene shows a snapshot of the neighborhoods they are coming from to get to the park.  The same can be said for the return trip.  Another example I really liked is the scene where Smudge's dad is letting the do loose and says the dog really loves it there at the park.  You sense that it is a fun place, and that is brought more to life by "Mary Poppins" flying by in the background.

The ideological analysis of of Voices in the Park renders perceptions of the different characters as to the trip to the park.  Scenes from the different characters depict what was important to them when they took the dog to the park.  For instance, in the scene where Mummy caught sight of Charles way down the path surrounded by trees, she said that he was a rough-looking child even though you could barely see the children.  A similar scene of the path lined by the trees narrated by Smudge shows Charles and Smudge surrounded by a bright light at the end of a dark pathway, and Smudge is quite happy that Charlie gave her a flower.

Analyzing Visual Images and Design in Picturebooks...

Begin by considering the format of the images and their placement in the picturebook.

Where is the text located? Within the image? Separated by borders or white space, Why?

In all the frames the text is located parallel to the picture in a white space similar to a margin.  Neither the picture nor text is bordered.  I think it represents a linear view giving each their own importance on the page but the lack of border represents blending of the medium so you connect the two.  

Are the illustrations double page spreads, single page images, collages, overlapping images, or portraits? Consider the series of images in the picturebook. Do the images change over the course of the book? Do they get bigger, smaller, change?

The pages are single page spreads and single page images.  The images do not overlap nor are they collages. They are basically portraits with motions embedded.  The picture sizes do change, not substantially.  However, the changes are representative of landscape and portrait settings where the author is wanting the viewer to have a more narrow view or a broader view into the scene.  These variations in picture size evokes an emotional response such as fear when you are peering into the narrow expanse of the forest or down the narrow path where you can barely see Charles who is temporarily lost from Mum's sight.  Then the opposite is true when Mum's forbidding stature fills a larger screen. 

What is fore-grounded and in the background?
Two of the main characters are in the fore-ground and a wooded section of the park is in the background.

Consider the path your eyes follow as you approach the image. What catches your eye first? Why is that element salient?

What catches your eye is the separation between the man and woman characters in the fore-front.  The separator is a light post (I believe).  This path stands out in order to illustrate that Mum is uncomfortable and putting distance between her and the dad on the bench. 

 

What colors dominate the image? What effect does this have on you as reader?

There is a vivid contrast between the colorful and expensive clothes that Mum is wearing and the dark inconspicuous clothes that Smudge's dad is wearing. It lends credence to the trepidation that Mum is feeling.

Consider the use of white (negative) space. Are the illustrations framed or full bleed? How does this position you as a viewer?
The illustration is not framed. The illustration is full bleed which pulls the viewer into the scene.
 
What is the reality value or level of abstraction? Are the images life-like or stick figures?
The images are very life-like, and a very low level of abstraction.  

Are there any recurring patterns in the images?

There are shadows in this picture and similar ominous recurrences throughout the picturebook and in particular with Mum's narration.

 
Are there any anomalous elements? Things that stick out, or seem out of place? Are these important to consider?
In this picture, I mentioned earlier that the light post created a visual path and appeared to be positioned quite out of place or not normal in the scene.  It certainly appears to separate the two characters which resembles putting up a barrier. 

What is the artist trying to get you to look at through leading lines, colors, contrast, gestures, lighting?

I think the artist is trying to get the viewer to understand that Mum is very uncomfortable here in the park.  The character sitting beside her is someone she should keep a distance from.  There are shadows in the trees behind her, and she can't see Charles.  She is quite nervous.  Even the trees look like they have faces that are saying "ooh".  

Are there any recurring symbols or motifs in the images?

Probably the most prominent is the appearance of things being hidden or in the shadows.  Besides the stigma of the dark forest, the dad looks like he's hiding under his hat and dark glasses and behind his paper.  

Consider the style or artistic choices? Are they appropriate, and how do they add to the meanings of the picturebook?

The style is postmodern and yields realistic photography.  In this day and age of dangers lurking around each corner and in the park, there is cause for safety concern.

How are the images framed? Are there thick borders or faded edges?

This image and the others in the picturebook are not framed and are full bleeds which usually draws the viewer into the scene.

Consider the setting of the story. How is this realized in the images? Realistically? Metaphorically?

Well, it's pretty realistic if you don't take into consideration that the characters are not people.  In that case, it's a metaphor.

Consider size and scale. What is large? Why are certain elements larger than others? Does this add to meanings of power, control?

Mum is standing up and appears to be larger than the dad that is sitting down who seems to be cowering slightly and hiding behind his paper.  Certainly, Mum is wanting to appear in control of this situation.

Consider the viewers point of view. Do characters directly gaze or address the viewer? Are the characters close up or distanced? How does point of view add to relationships with the characters?

As viewers, we are looking at the characters who are pretty close in the fore-front, but they are not looking at the viewers. We feel like we are privy to the scene and can almost feel the tension in the air.  

Perception...

http://www.authorstream.com/Presentation/jharristhacker-2190867-bird-plane/

Foundation Processes

"Perception plays a central role in our understanding of the world."

Perception is a dynamic process, no longer considered passive, and what each person pays attention to and is able to understand is guided by their own knowledge and experience. Students bring meaning and understanding to what they see thereby developing their own perception.  Perception serves as our lense. Representation is the medium.  Interpretation is the process of making sense of it all.  We are always bound by our senses and interpretations which is dominated by our ideology.  

Understanding Multimodality

"What was once considered writing is now viewed as assembling, or designing and composing various modes and semiotic resources into apt configurations for representing particular meanings."

We are moving from page to screen which is changing the way students and teachers react to materials.  Taking into account that perception drives the train, how the ensemble is put together is vitally important.

Elements of Art, Design, and Visual Composition

"A rose may not symbolize the same thing from one social context to another."

The key term here is 'symbolize' which is tied directly to perception.  In different cultures there are varied symbolic representations.  Here in the United States, we develop different symbols representative of images or words that likely are not the same in other countries of the world.  However, there are many places here in our own country that colloquisums and other social influences contribute to the meaning and perception of visual literacy concepts. I am always amazed at the different pronunciations of the same words throughout certain sounthern and northern areas and communities across the state of West Virginia. I believe we can draw parallels between the audible word and visual texts because what the eyes see and and what the ears hear are influenced by social context. 

Images

Below are two multimodal images that are very symbolic and do a good job of visually expressing an idea or concept.  I just couldn't pick one, because I liked both equally well.

Cell Phone

My perception of the cell phone image is that it reflects the tools it provides to the user such as a desk, a notepad, a carry case, a trashcan, a clock, the world/maps, a typewriter, a calendar, a camera, books of information, and more.  Certainly, the image could be looked at differently and just be viewed as a picture of an office area. However, I think the visual message is very effective and very cool as a picture within a picture.  The background is likely a screen shot or a Goggle image and the forefront is a picture of a phone showing the background image.  I think the splashes of color in the background image with black and white being more prevalent suggests days of old are now absorbed into the new age.  

The Arts

This image is reflective of the many forms of art including ballet, stage drama, music, theatre, and painting. Each embedded image is symbolic of its particular form of art.  I think it displays a great message in a very artistic manner emphasizing the beauty and expression of art and the many ways that art is reflected and shared with the world.  

http://www.authorstream.com/Presentation/jharristhacker-2190867-bird-plane/

My Three Brain Networks....

My Three Brain Networks

Recognition Network

Items I recognized:

Visitor to home looks like a teacher.
Young child at table or desk and siblings in the room.
Mother welcoming visitor.
Employees opening the door and assisting with running the home.
Dog in the room and old pictures on the walls.

Strategic Network

How old are the people in this picture?

Children ages 3, 8 and 12
Mother 40
Teacher 45
Employee 25-30

What historical period and geographical location do you think this picture represents? Why?

England 1930's

How might the people be feeling in this picture?

Apprehensive. Looks like a new situation.

Affective Network

What in particular strikes you about this picture?

The affluence of the family with maids and hired help not to mention the order and furniture in the room.

Note something about yourself that might have led you to focus on these particular aspects:

I read a lot of novels and this reminded me of a typical scene.

http://www.cast.org/teachingeverystudent/tools/studio.cfm?t_id=10&step=1

Reading the Visual...

Educational contexts have been dominated by the mode of written language and the medium of the printed text.  Students that are successful at manipulating printed text, meaning they are proficient readers and writers of traditional texts, tend to be successful in today's schools. Unfortunately, one's ability to sculpt, do photography, or design comic books does not generally translate into success in public schools.  A focus on written language to the exclusion of visual images may be problematic given the multimodal nature of modern communication. (Serafini, Frank, Reading the Visual, 2014)

Yes, in most public schools, this is where we find ourselves today. This is the reality for teachers and students.  Why should educators care about multimodal texts?  Well, the times they are 'a changin'. Given the exponential rate of change of technology in today's world, as educators, it is hard to be prepared and to change with the times.  However, if we don't do our level best to effect change, we fail as educators. Teachers have to be prepared with this onslaught of technology to incorporate the multimodal changes into the classroom and curriculum along with the assessment process.  There's no going back.  We are moving forward at breakneck speed. Consequently, I feel sometimes we are in the backdraft of the winds of change, and that is not an ideal place to be.  

I have to admit that my definition of literacy has always been a traditional one as well, reading and writing. So, when I sound like I'm preaching and pointing a finger, there are three fingers pointing back at me.  I know we need to change our definition of literacy. Our textbook suggests that literacy goes well beyond reading and writing into social competency.  I guess that is where social and visual media needs to come in.  I will get off my soapbox now.  There's a mental image for my readers! 

The website "Visual Literacy" below provided by Frank W. Baker is a wealth of information.  At this site you can find Visual Literacy defined, readings, standards, lesson plans, texts, videos, journals, and "Is Seeing Believing" curriculum and related articles.

http://www.frankwbaker.com/vl_defined.htm

I think the images below relate to the ideas presented in this week's reading. We have to think about how our students process information and do the best job we can as educators to engage, explore, process and evaluate the information they are given.   

Understanding Metaphor and Metonymy

Metaphor

A metaphor is a comparison between two unlike things while not using the words like or as to make the comparison. We use metaphors so much in our every day day speech that we don't even realize it.  Phrases like heart of gold, cold-hearted, and burning up. Metaphors create an affect by implying comparison. Metaphors are usually an author's favorite tool. Some other examples are leaping with laughter, light up my life, rolling in dough, books are the mirrors to the soul, and education is the gateway to success.  Metaphors are literacy devices that often times boost humor and add excitement to conversation.   

Metonymy

A metonymy is a figure of speech in which something related to an object is used to represent the object itself such as "crown" for "royalty".  A metonymy "stands in" for another word.  Another example is the phrase "the pen is mightier than the sword."  The purpose is to add flavor to writing.  It seems to break up the awkwardness of repeating the same phrase over and over and ultimately makes the sentence more interesting.  A metonymy creates a picture in our heads, and we associate that picture with the original object.

This is a good example of a metonymy from my "Recycling" presentation. When we think of the word recycling, this is what we see in our minds.

This is a good example of a metonymy found in Jaime's blog.  It is definitely a substitution of the word "stop".

This is a good example of a metaphor found in Jaime's blog.  It is a picture of a human leech.  When we hear the word "leech" used in reference to someone who sucks money from you or clings too closely to you.

The Tapestry...

Between Modes:  Assessing Student New Media Compositions by Madeleine Sorapure

Yancy noted that "Digital compositions weave words and context and images:  They are exercises in ordered complexity--and complex in some different ways than print precisely because they include more kinds of threads." 

This statement by Kathleen Yancy helped me to see the new media compositions as the weaving of a tapestry that when finished portrays a beautiful image that reflects the meaning contained within the craftsmanship.  The concept itself is quite metaphoric in nature.  Teachers are used to assessing their students' writing and print assignments. However, it is not that easy to assess new media texts and composition involving various forms of multimedia such as film, video, audio, etc.  I envision the different modes as threads and the cohesiveness with which they are put together forming the tapestry where we clearly see the woven pattern and image created reflective of the meaning of the composition.  We don't want to see a haphazard collection of cloth pieces sown together to make a quilt devoid of meaning or attachment.  

I have not been teaching for many years now, but plan to return to the classroom this fall part-time and possibly full-time in the future. So consequently, I have not had an opportunity to have students create a multi-media text nor create one myself.  I have been the director of a local non-profit agency (Family Resource Network/FRN) here in Upshur County for the past nine years working with agencies that provide services for children and families.  I create and distribute a monthly newsletter to several hundred individuals and agencies which highlights what is going on to meet the needs of children and families in our community and region.  Also, I write a new poem for each new edition of the monthly newsletter.  The use of the metaphor and metonymy is this reading is designed to enhance and expand meaning and cohesiveness of a multimodal text.  Metaphor and metonymy are both poetic forms which are very useful in bridging verbal and visual concepts ultimately providing a contextual relationship.  I am hopeful that many of my poems and context create a holistic image that is meaningful to many.  I have on many occasions referred to FRN as a beautiful tapestry woven by the threads of our many agency partners.  I try to be the common thread throughout this great tapestry by bringing us altogether once a month, circulating a monthly newsletter with common themes and shared goals, and providing meaningful and substantive information. 

The newsletters I create are simplistic forms of multimodal text.  Many of the poems I write, such as an acrostic, concrete or imagery, or Haiku poems are also simplistic forms of multimodal text.  The newsletter takes on a monthly theme depending on the awareness month, i.e. Child Abuse Wareness Month, Children's Mental Health Month, etc. 

LIFE’S PORTRAIT OF COLORS

The

canvas bare

without a care.

Black and blue

I flee from you.

When you see red

Slow down, stop ahead.

Orange and yellow, hide

the sparrow.  A monster with

green eyes will cut you down to size.

Pink ribbons adorn your heart, a life in

review or a brand new start. Tan or brown

upon your skin; hard to win. Streets of gold

bought by a price, never sold. Toll the bell

your story

to tell.

Assessment of Multimodal Text Poem "Lifes Portrait of Colors" by Joyce Harris-Thacker

The design of this poem with the words in the shape of a bell is very powerful.  It pulls the reader in.  The reader wants to know what the words say and how it relates to the picture the words have created.  There is just enough color in the clip art of the bells on top that also helps to solidify that the text of the poem is indeed a bell.  Colored text would be too much and would distract from the words and the meaning contained in the text.  I really like the comparisons of the colors to life situations and the message for the reader.  I love this poem.   My message would be for students and others that it is alright to be your own fan.  You should be, especially since we are our own worst critic most of the time.  That’s alright too.  My writing is always better because of that balance.  I think this is a very creative way to promote reading and better writing.  I believe all the elements (pictorial, textual and symbolic) come together nicely in order for the reader to grasp the concept along with evoking an emotional response.

Assessment of Multimodal "Recycling" Powerpoint by Joyce Harris-Thacker

I felt the typeface was attractive and readable with slide titles being larger, caps and more bold drawing attention to what information you would expect to see in the body.  Since we were to use more pictures and less words, I thought the pictures did a good job representing the answers evoked from the title questions. Certainly, since the topic was ecological, the color green was appropriate.  There was a clear focus on the topic presenting good information on how, when, when and where to recycle in Buckhannon and Upshur County.  

Example of a Metaphor 

This picture is a very good example of the "money tree" metaphor.  

Example of a Metonymy

This image is a good example of a metonymy where something closely associated is substituted for the other.

Listen Up....

I have to admit that I've been pretty well convinced spanning the last several years that different types of media used by adolescents today are detrimental to their reading and writing skills.  With reading and writing scores declining and social media usage increasing, it's hard not to develop a negative attitude especially when you see all the abbreviations and textisms.  On the surface, it appears to be poor writing and poor spelling.  According to a recent Nielson survey (as cited in Scholastic Instructor), the average American teen texts between 3300 and 4000 (depending on gender) messages per month.  That breaks down to 30 texts per day and a text every ten minutes around the clock.  That is just unbelievable to me! 

Now, I don’t think I’ve fallen into the “Texting Makes U Stupid” realm (as cited in Scholastic Instructor), but I'll admit to having a bit of an attitude.  I’m not making excuses for myself; but, quite honestly, the “auto-correct” makes me feel and look stupid all the time!

Texting is truly a phenomenon.  Pure and simple, it has created a writing and reading storm that is and will continue to change the way we have traditionally taught our children.  I am a secondary school business teacher.  I am fully confessing, as a keyboarding teacher, that texting has decimated standard typing practices used for decades by typing teachers.  I’ve had a hard time accepting that.  However, that is just one of the many changes and challenges we have to accept with the new texting revolution. 

We all know that shorthand is a dinosaur in the business world today, but it was my first love in my teaching career.  I have sorely grieved its demise.  It was a language all its own, and one that I enjoyed using and teaching.  I liken it to speaking or teaching a foreign language.  This realization created an “AHA” moment for me while reading the article in Scholastic Instructor “Can Texting Help With Spelling?”  Once again, I admit to “Laughing Out Loud” when I read that title.  However, in this article, texting was referred to as a form of shorthand or note-taking.  OMG, I was completely taken aback.  I had never looked at texting as a form of shorthand.  It was an epiphany for me.  The blinders had come off. Many of the facts cited here were relatable to my love and use of shorthand, and in one instance, poetry.  As a poet, I got that inference as well.

Ø  Fact:  Texting helps students read. The Journal of Computer Assisted Learning "found that kids who text may be stronger readers and writers than those who don't" (as cited in Scholastic Instructor).  My greatest growth in grammar and sentence structure was learned in shorthand class not in English class.

Ø  Fact:  Texting boosts phonology.  The Journal of Computer Assisted Learning also found that texting was "actually driving the development of phonological awareness and reading skill in children"  (as cited in Scholastic Instructor). Shorthand, as well, has its basis in phonology. Yet, I am a pretty good speller.  It never affected my ability to spell properly but greatly enhanced my ability to spell and understand how words were built.

Ø  Fact:  Students know when not to text.  Texting does not distract students.  Just because I can write an abbreviated form of the English language doesn't mean that it has ever been a distraction in other writing assignments.  A graduate student at the City University in London, Veenal Raval, found that most students can avoid textisms in their classwork. He referred to it as 'code-switch' (as cited in Scholastic Instructor).  

Ø  Fact:  Texting is a fun way to play with words. Inventing new textisms is creative. Texting is fun and creative for adolescents as was shorthand for me.  The use of texting along with the creativity of a 160 word count was equated to the counting and rhyming patterns used in poetry (as cited in Scholastic Instructor). 

Ø  Fact:  Textisms have historical roots.  I never realized that the word “OK” was made popular by the use of the telegraph.  This was another great example that brought me closer to the realization that we have moved into another age (as cited in Scholastic Instructor).  

We need to "listen up" and get with the program.  We can no longer bury our heads in the sand or live, learn and teach in another century.  The analogies that I've been able to make have helped me to change my views on the effects of digital media on young people's abilities to read and write.  

We need to explore great new ways to incorporate texting and other forms of digital media that our students are going to use into our school curriculum.  Students are learning to write in many ways and in places outside the classroom.  We need to redirect all that adolescent creativity, energy, and real-world experience.  We need to engage and motivate our students, and we need to use all the tools available to us to do that.  It is going to take all of us working together across the curriculum disciplines and classrooms to dispel the common myths about adolescent literacy (as cited in National Council of Teachers of English, Adolescent Literacy) and incorporate reading and writing lessons in every class and subject. 

References

Lenhart, A., Arafeh, S., Smith, A., Macgill, A. (2008). Pew Reseach. Writing, Technology and Teens. Retrieved from http://www.pewinternet.org/2008/04/24/writing-technology-and-teens/

Scholastic Instructor. Can Texting Help With Spelling? Retrieved from http://www.scholastic.com/teachers/article/can-texting-help-spelling

National Council of Teachers of English (March 2011). Reading and Writing across the Curriculum. Retrieved from http://www.ncte.org/library/nctefiles/resources/journals/cc/0203-mar2011/cc0203policy.pdf

National Council of Teachers of English (2009). Writing Outside of School. Retrieved from  http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0191-sep09/Chron0191BriefWriting.pdf

National Council of Teachers of English (2008). Writing Now. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Magazine/Chron0908Policy_Writing_Now.pdf

National Council of Teachers of English. Adolescent Literacy. Retrieved from  http://www.ncte.org/library/NCTEfiles/Resources/Magazine/Chron0907AdLitBrief.pdf

https://drive.google.com/file/d/0B5EI_CHi40mNMEZ6Zm9DaDZIX2c/edit?usp=sharing

https://www.youtube.com/watch?v=IysHjKE2D-Y&list=PL0FC51FF4ED9CC035